the foundation of the learning commons carol koechlin july 13, 2010 learning to learn: from...

The Foundation of the Learning The Foundation of the Learning CommonsCommons

Carol KoechlinJuly 13, 2010

Learning to Learn: From Learning to Learn: From Information to Knowledge Information to Knowledge

CreationCreation

“

“It simply isn’t the 20th Century any more is it? So why would we teach as though it was?” Steven Heppell 2009 www.heppell.net

2 Carol Koechlin 2010

http://www.heppell.net/

Curriculum 21:Essential education for a changing world

“Rather than being victimized by our program structures, we should be creating new types of learning environments for a new time and for various types of teaching and learning. Not to do so is a declaration not to learn.”, Page 79


A Vision for the 21A Vision for the 21stst CenturyCentury


The ProcessThe Process


Information to Knowledge Journey


Learning to LearnLearning to Learn


Creating the Desire to Creating the Desire to LearnLearnEngagement

challengeproblempuzzleplayinventcreate

RelevanceAuthenticityMindsetCollaborationCommunicationFeedback


Traditional Assignment Traditional Assignment ProcessProcess• Choose a topic or a

topic is assigned• Do research• Create a product• Share• Get a grade• The end!The end!


Words from the wise….Words from the wise….

“Teacher-librarians cannot continue to be accomplices to mediocrity.”

Alison Zmuda in an audio conference presentation to Treasure Mountain Oct. 2007.


Ban those Bird UnitsBan those Bird UnitsWhat are bird units?‘all about’ projectsfill-in-the-blanks

worksheetsterm ‘report’textbook ‘research’cut, paste and plagiarismassessing product onlyonly bells and whistles“no thinking required”

11Carol Koechlin 2010

Principles of effective Principles of effective teaching practice teaching practice by Sharon FriesenEffective teaching

practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically.

The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.


Background to Question Background to Question ModelModel


Technology & LearningTechnology & Learning

ExploreMake ConnectionsBuild a questionBIG THINK

So what? What next?

14

Problem: What is the role of technology in the Learning Commons

Carol Koechlin 2010

Making Connections to Making Connections to the Articlethe Article• Decide quickly at

your table who is reading each section

• Record ideas from the article and your ideas on sticky notes

• Share sticky notes and look for BIG IDEAS about technology in the Learning Commons

• Teacher Big Think– How does this

activity build skills students need to be successful researchers?


Questioning with Six Questioning with Six Thinking HatsThinking Hats

• White Hat - facts and details• Yellow Hat – optimistic, positive

and logical• Red Hat – intuitive, emotions and

feelings • Green Hat – new ideas and

imagination• Black Hat – caution and

judgment • Blue Hat – metacognition,

reflection, big ideas• Edward de Bono 1985


Plagiarism buster !Plagiarism buster !The best way to ensure that student work is original thinking is to enable them to develop their own focus with good inquiry questions.

Research without questions invites ‘cut and paste’


Read, View, Listen ModelRead, View, Listen Model


What are the major What are the major elements of a elements of a Learning Commons?Learning Commons?

Listen to Calgary elementary school video

Recall Diana’s introduction yesterday

Brainstorm key elements of a learning commons at your table

Share on our wall http://media.stream.cbe.ab.ca/media/

LearningCommons/ElemLC.wmv


http://media.stream.cbe.ab.ca/media/LearningCommons/ElemLC.wmv

OSLA OTF Summer Camp http://campotflibrary.pbworks.com/


21PLC Other

Commons

Creative Spaces

Carol Koechlin 2010

Matrix ModelMatrix Model


Portable Computer Lab


What will it Cost?

24 http://campotflibrary.pbworks.com/ Carol Koechlin 2010

Virtual Knowledge Virtual Knowledge Building CentresBuilding CentresConsider designing

your WebQuest using a THINKTHINK model at the Processing Stage.

Use a wiki to create your WebQuest


http://bullywebquest.pbworks.com/


The Structure of the VKBC The Structure of the VKBC Makes Collaboration a Makes Collaboration a Natural StrategyNatural Strategy

I feel like helpingInvitingEngagingGive and take


Virtual Knowledge Building Virtual Knowledge Building Centres are:Centres are:

A collaborative construction zone between adults and students

A place to learn, solve, work, create, think, achieve, shine, demonstrate…

Participatory learningHigher level thinking and

metacognitionVentures into the real

world of informationFree or almost freeSimple to create on a

variety of technologies

‘Learning to learn’ spaces


Build the Collaborative Structure First

Google Site / Google Apps for Education

http://sites.google.com/site/carolkbc/


Play to Build Collaborative Play to Build Collaborative IntelligenceIntelligence

VKBC ExamplesYou never really know

what’s going to happen when you play.

Steps in playAnticipationSurprisePleasureUnderstandingStrengthPoise

Scott Eberle Historian of Play

Combine notes in a Wordle

Build a collaborative web of ideas

Create a mash-up of collective presentations

Represent understandings visually on a collaborative virtual whiteboard

Develop analogies to demonstrate key concepts


KBC UsesKBC UsesSingle-class explorationsCross-class inquiryCross-district, community, state, world

inquiry School projects/initiativesProfessional developmentProfessional learning communities


Information to Knowledge Journey


Information to Knowledge Information to Knowledge JourneysJourneys

• Read and discuss your section of program in the Learning Commons. Think about where you are now.

• Consider ways to turn your current program into a learning partnership.

• How can you involve more teacher and student input?

• How can you help students to take more ownership of their own learning?

• What virtual learning spaces can you build for learning together?


Information to Knowledge JourneyReading Engagement – pages 16 -17

Multiple Literacies – pages 18-20

Critical and Creative Thinking – pages 21- 22

Discovery and Guided Inquiry – pages 23 - 26

Learning to Learn – pages 27 -28 http://campotflibrary.pbworks.com/


Staff Getting Better and Staff Getting Better and Better TogetherBetter Together

The We We Solution

When teachers within a school collaborate, they begin to think not just about “my classroom’ but also about “our school.”Six Secrets of ChangeMichael Fullan (2008)

Evidence Based Practice - page 36

Professional Learning Communities - page 37

Personal Learning Networks – page 37


Learning to LearnLearning to Learn“Learning is the

work……whatever is taught must be steeped in learning through reflective action.” (Fullan, 2008)


Big Think about Content and Big Think about Content and Process:Process:What We Know; How We Learn It


Time for the BIG THINKTime for the BIG THINK9 metacognative

strategies that make the end just the beginning of learningActive discussionConstruct VisualsThoughtful WritingHigher Order ThinkingCreate New questionsInteract with an ExpertRe-CreateNew Problem or ChallengeSandbox


It’s not a box!It’s not a box!

So what is it?Think about the box.Think outside the box.Open the box.Transform the box.


OSLA –OTF Camp BIG BIG THINKTHINKThere are many

barriers in schools that keep us in ‘boxes’ that we are not comfortable with.

So What?In your groups, open

your box and work with your new information about a Learning Commons and Learning to Learn. How can this information transform your box?

What Next?What action will

you take to use our new collective knowledge to transform school libraries and programs?

Lead the way!Lead the way!


the foundation of the learning commons carol koechlin july 13, 2010 learning to learn: from...

Documents